Bulletin  of  Hamline  University 

THf  IIRRJBy  0F  r^ 

JUL  14  j92b 

DepartmeiltB*""  w,u,w» 

of 

English,  English  Literature 

and 


Public  Speaking 


NOVEMBER,  1923 

VOL.  XIII  NO.  4 


INTRODUCTORY  STATEMENT 

Former  bulletins  of  Hamline  University  have  been  devoted 
to  the  special  interests  of  various  departments,  Sociology, 
Biology,  Chemistry,  Education,  Physics,  Music,  Romance  Lan- 
guages. It  is  intended  that  the  November  number  each  year 
should  make  similar  statements  concerning  the  other  depart- 
ments, either  singly  or  in  groups. 

The  present  number  then  aims  to  give  concise  information 
concerning  regular  courses  of  instruction  and  extra-curricular 
activities  in  the  departments  of  English,  English  Literature  and 
Public  Speaking.  There  is  a  natural  bond  of  unity  in  the  work 
of  these  departments;  they  are  severally  and  collectively 
engaged  in  the  work  of  improving  student  powers  in  speaking, 
reading  and  writing,  three  enormously  important  functions  of 
all  educated  men  and  women. 


PAGE    TWO 


ENGLISH 

Professors  Beyer  and  Adams 

Miss  Ackerman,  Mr.  Banner,  Miss  Foster  and  Miss  Snyder 

11,  12.  This  is  a  course  in  composition,  an  essential  art  in 
college  and  in  life.  The  habit  of  mind  developed  by  the  way 
this  art  is  practised  is  the  measure  of  the  student's  education. 
Can  he  detect  similarities  in  objects  or  ideas  not  commonly 
associated?  Does  he  discriminate  with  precision  between  ideas 
or  terms  alike  in  most  respects?  Can  he  build  these  specific 
details  into  a  logical  explanation  or  a  single,  vivid  impression? 
The  papers  written  each  week  are  criticized  by  the  instructor, 
and  corrected  or  revised  by  the  student  at  once.  Each  student 
has  several  conferences  with  the  instructor  during  the  semester. 
At  least  three  impromptus  are  written  in  class.  Fifteen  or 
twenty  minutes  a  week  are  devoted  to  discriminating  between 

synonyms.  Each  section  is  limited  in  numbers  to  twenty-five. 
0.  At  the  beginning  of  the  semester,  by  a  series  of  writing 
tests,  the  instructor  attempts  to  discover  at  once  what  students 
have  formed  habits  of  expression  that  need  correction  and  ar- 
ranges for  practice  to  correct  these  faults.  Those  found  seri- 
ously deficient  in  the  mechanics  of  expression  are  required  to 
take  a  semester  course  in  the  elements  of  grammar  and  writing 
which  carries  no  college  credit,  before  they  are  allowed  to  pur- 
sue English  11,  12. 

13,  14.     Sophomore  Composition. 

Required  of  sophomores  whose  grade  was  D  in  either  sem- 
ester of  the  freshman  year,  11,  12.    One  hour  a  week. 

Professor  Adams,  who  is  in  active  supervision  of  freshman 
and  sophomore  composition,  is  Assistant  Librarian  in  the  J.  J. 
Hill  Reference  Library,  and  thus  in  a  position  to  be  of  unusual 
service  to  students  who  wish  to  do  research  work. 

18.     Versification. 

21,  22.     Exposition. 

23,  24.     Short  Story. 

PAGE   THREES 


25,  26.     Reporting.     (See  below.) 
27,  28.     Feature  Writing. 

29.  Argumentation. 

30.  Editorial  Writing. 
33,  34.     Copyreading. 
35,  36.     Old  English. 
37,  38.     Middle  English. 
39,  40.     Familiar  Essay. 

41,  42.  Advanced  Composition.  Graduates  and  seniors 
under  restrictions. 

46.     Teaching  English  in  High  School.    (See  below.) 
50.     Junior  Essays.     (See  p.  5.) 

TEACHER'S  COURSE  AND  PRACTISE  TEACHING 

English  46  is  designed  for  seniors  who  expect  to  teach  Eng- 
lish in  high  schools.  Members  must  have  done  satisfactory- 
work  in  the  departments  of  English  and  English  Literature  or 
both.  Although  the  prospective  high  school  teacher's  best 
equipment  must  always  be  wide  reading,  sound  habits  of  speech 
and  composition,  and  a  genuine  interest  in  literature  and  life, 
some  value  may  accrue  from  a  semester's  study  of  technical 
problems,  and  special  professional  methods. 

Small  classes  of  freshmen  in  need  of  additional  instruction  in 
elementary  matters  are  organized  and  put  in  charge  of  pro- 
spective teachers  under  supervision  of  members  of  the  Eng- 
lish department  and  under  observation  by  some  member  of  the 
department  of  Education. 

JOURNALISM 

Within  the  last  few  years  there  has  been  an  increasing 
demand  on  the  part  of  the  students  specializing  in  the  depart- 
ment of  English  for  practical  writing  courses  leading  to  the  pro- 
fession of  journalism. 

There  are  at  present  four  courses:  Reporting,  Feature  Writ- 
ing, Editorial  Writing,  and  Copy  Reading.  It  is  the  aim  of 
these  courses  to  acquaint  the  student  with  the  form  and  content 

PAGE   FOUR 


of  the  best  American  daily  newspapers,  to  teach  him  to  write 
acceptable  copy,  to  secure  the  proper  evaluation  of  news,  to 
offer  constructive  criticism  upon  the  various  problems  of  the 
profession,  and  to  understand  the  significance  of  an  ethical 
background  for  all  journalistic  work. 

Students  enrolled  in  the  courses  are  encouraged  to  become 
columnists  for  one  of  the  Twin  City  newspapers,  or  contributors 
to  the  Oracle,  a  student  newspaper  published  weekly  on  the 
campus.  Actual  laboratory  work  is  thus  offered  the  students 
by  the  cooperation  of  these  newspapers.  Trips  through  the 
largest  of  the  newspaper  plants  of  the  Northwest,  talks  by 
prominent  visiting  journalists,  and  the  many  excellent  oppor- 
tunities to  study  the  metropolitan  journalism  of  the  Twin  Cities 
at  close  range  are  points  that  are  not  overlooked  in  the  plan 
of  the  courses. 

Steps  are  being  taken  to  reorganize  a  chapter  of  a  national 
journalistic  fraternity  on  the  campus. 

JUNIOR  ESSAYS 

For  some  years  previous  to  1921  there  had  been  no  required 
work  in  English  composition  after  the  freshman  year.  In  that 
year  it  seemed  desirable  to  place  more  emphasis  upon  com- 
position among  members  of  the  Junior  and  Senior  classes. 
Since  numerous  "papers"  were  required  in  connection  with  cer- 
tain upper-class  courses,  a  plan  of  cooperation  between  the  Eng- 
lish department  and  each  of  the  other  departments  has  been 
adopted.  An  attempt  is  made  to  eliminate  the  false 
dualistic  conception  which  separates  matter  and  manner,  sub- 
stance and  form,  to  teach  the  essential  unity  of  composition. 

Writing  in  the  Educational  Review,  June,  1922,  Professor 
Thomas  P.  Beyer  made  a  plea  for  cooperation  and  presented 
the  essentials  of  the  plan.    The  concluding  paragraph  follows: 

"Given  an  English  faculty  of  the  type  indicated,  the  impasse 
would  disappear;  the  problem  could  be  handled  in  a  variety 
of  ways.  The  simplest  would  be  for  the  teachers  of  composi- 
tion to  devote  themselves  almost  solely  to  the  writing  required 

PAGE    FIVE 


by  the  other  departments.    For  instance,  the  history  instructor, 
after  reading  his  papers,  would  turn  them  over  to  the  professor 
of  English  with  a  statement  of  the  purpose  the  paper  was  sup- 
posed to  have;  the  latter  would  return  it  to  the  student  with 
suggestions,  who,  after  reading  and  working  upon  these,  would 
hand  the  revised  paper  back  to  the  history  instructor,  who 
would  then  record  a  final  grade  based  upon  his  own  standards. 
The  English  instructor  has  made  a  record  meanwhile  on  the 
same  piece  of  work,  based  upon  the  ideals  of  such  writing  that 
he  has  been  holding  up  to  the  student  in  composition.     In  this 
way,    although    it    might    happen   that   the   history    instructor 
demands  primarily  soundness  of  fact  and  view,  and  the  Eng- 
lish instructor  demands  effectiveness  of  form,  the  student  will 
feel  that  composition  is  a  unit;  the  false  double  standard  will 
disappear.     If  these  'papers'  could  then  be  reduced  to  a  mini- 
mum, not  more  than  one  or  two  at  most  a  semester,  permitting 
the  student  to  devote  more  time  to  composition  of  a  more  gen- 
eral character,  to  develop  his  observation,  his  narrative  skill, 
or  ease  and  audacity  in  the  more  personal  forms  of  writing, 
there  would  be  a  new  heaven  and  a  new  earth,  and  they  would 
be  the  same." 

The  plan  at  present  in  operation  at  Hamline  requires  that  an 
essay  or  essays  aggregating  4,000  words  shall  be  written  by 
each  junior;  and  that  it  shall,  if  necessary,  be  revised  and  im- 
proved until  it  merits  the  grade  of  C  (minimum)  both  in  the 
English  department  and  in  the  department  of  the  writer's  major 
study. 

ENGLISH  CLUB 

The  English  Club  was  begun  in  1917-1918  by  a  number  of 
students  eager  for  mutual  discussion  as  an  incentive  to  wider 
reading.  The  club  was  organized  as  a  group  of  twelve  upper- 
class  women  majoring  in  English  and  doing  distinguished  work 
in  either  department.     In  the  spring  of  1923  it  was  decided  to 

PAOB    MX 


enlarge  the  membership  to  sixteen,  and  to  include  any  men 
fulfilling  the  requirements  of  major  work  and  signal  interest 
in  the  departments. 

The  reading  pursued  during  the  first  years  centered  about 
books  claiming  the  serious  attention  of  the  public  at  the 
moment,  and  the  programs  included  discussions  of  modern 
endeavor  in  other  fields  than  that  of  pure  literature,  as  history, 
religion,  and  art.  Since  the  institution  of  the  General  Reading 
course,  the  club  has  chosen  its  program  from  the  suggested  list, 
attempting  to  consider  certain  classics,  of  immortal  interest, 
along  with  the  more  recent  publications.  The  current  program 
includes  such  fine  hardy  perennials  as  Piers  Plowman,  Plato's 
Republic,  and  selections  from  Moliere,  as  well  as  the  plays  of 
Shaw,  Rolland's  Jean  Christophe,  and  Ellwood's  Reconstruction 
of  Religion.  The  present  year  promises  to  be  one  of  interest 
and  significance  in  the  life  of  the  club. 


PAGE    HKVKN 


r  ENGLISH  LITERATURE 

Professor  Arnold 
Miss  Ackerman  and  Miss  Foster 

11,  12.     Outline  of  English  Literature. 

The  outline  is  designed  to  stress  the  historical  development 
of  English  literature,  from  its  beginnings  to  the  present  day. 
Often  students  who  have  had  a  survey  course  in  high  school 
have  little  conception  of  the  evolution  of  types  or  the  relation 
of  individuals  to  groups.  In  college  this  information  is  funda- 
mental. Moreover,  by  means  of  collateral  reading  and  occa- 
sional lectures,  some  first  hand  knowledge  of  the  subject  is 
obtained.  All  intending  to  teach  and  all  desiring  general  cul- 
ture— indeed,  all  who  attend  a  college  of  liberal  arts — should 
elect  this  course. 

21,  22.     Shakespeare. 

The  language  of  one  of  Shakespeare's  plays  is  studied  min- 
utely, as  it  is  in  English  14  at  Harvard.  Then  all  of  Shake- 
speare's plays  are  examined  critically,  in  chronological  order. 
Unfortunately  many  college  graduates  know  only  two  or  three 
of  Shakespeare's  thirty-seven  dramas.  The  object  of  this 
course  is  to  gain  an  extensive  as  well  as  an  intensive  knowledge 
of  the  great  bard  "not  of  an  age  but  for  all  time." 

31.  Milton. 

32.  Browning  and  Tennyson, 

33.  34.     American  Literature. 

35,  36.     Development  of  the  English  Drama, 
\    37,  38.     Development  o/#  the  English  Novel. 

LeRoy  Arnold,  Professor  of  English  Literature,  goes  to  New 
York  during  the  Christmas  vacation  to  give  a  brief  course  of 
lectures  on  "Writers  of  the  Day"  for  the  Institute  of  Arts  and 
Sciences  of  Columbia  University.  Dr.  Arnold  has  given  a 
course  on  this  subject  at  Columbia  for  the  last  four  years,  for 

■ :     ...  PAGE   BIGHT 


the  Saint  Paul  Institute  for  the  last  three  years,  and,  inter- 
mittently, for  the  Brooklyn  Institute  at  the  Brooklyn  Academy 
of  Music  for  the  last  eight  years.  The  material  for  these  lec- 
tures Dr.  Arnold  uses  in  his  courses  at  Hamline,  in  American 
literature  as  well  as  in  his  advanced  courses  in  fiction  and 
drama. 


P161    KIXB 


PUBLIC  SPEAKING 
Professor  Wright  and  Mr.  Smith 

The  college  graduate  who  "took"  a  course  in  "elocution"  ten 
years  ago  would  discover  a  very  decided  change  in  manner 
and  method  if  he  should  visit  a  class  in  Public  Speaking  today. 

He  would  notice,  first  of  all,  that  the  term  "elocution"  is  no 
longer  used.  In  fact,  very  few  teachers  of  speech  today  will 
allow  their  work  to  be  spoken  of  as  elocution.  This  attitude  is 
the  result  of  the  many  undesirable  elements  that  accompanied 
the  older  type  of  work,  which  was  almost  exclusively  a  matter 
of  memorized  outbursts  of  fervid  oratory  and  impassioned 
poetry,  together  with  a  mechanical  and  pretty  definitely  fixed 
system  of  postures  and  gestures.  The  assumption  was,  appar- 
ently, that  anyone  who  would  submit  himself  to  this  rigid  sys- 
tem and  would  practice  certain  drills  for  voice  and  gesture, 
could  become  a  great  orator  or  reader.  And  there  were  some 
who  did,  either  because  of  the  method,  or  in  spite  of  it. 

But  "the  old  order  changeth,"  and  in  the  field  of  speech 
the  change  has  been  brought  about  by  comparatively  recent 
developments  in  the  science  of  psychology.  Without  attempt- 
ing a  technical  definition,  we  may  say  that  psychology  is  the 
science  which  endeavors  to  understand  the  laws  that  govern 
human  thought  and  emotions.  Since  speech  is  for  tne  purpose 
of  influencing  human  thought  and  emotions,  and  through  them, 
human  conduct,  what  more  logical  than  that  the  art  of  speech 
should  look  for  aid  to  that  science  which  can  best  show  how 
mind  and  emotion  operate. 

One  particular  value  that  the  psychologist  has  given  to  the 
study  of  speech  is  the  knowledge  that  body,  mind,  and  emotion 
are  so  inextricably  bound  up  together  that  they  can  not  be 
separated.  Man  is  not  body  one  instant,  mind  another  instant, 
and  emotion  the  next;  he  is  all  of  these  things  all  the  time,  and 
he  is  all  of  these  things  at  once,  and  the  influence  of  each  upon 

BAGB   THN 


the  other  is  so  intricate  that  it  is  hardly  possible  to  say  where 
one  begins  and  the  other  ends. 

The  ancients  were  wont  to  hold  that  certain  organs  of  the 
body  were  the  seats  of  the  emotions, — the  heart  was  the  seat  of 
love,  the  spleen  was  the  seat  of  anger,  etc.  They  may  have 
been  mistaken  in  their  anatomy,  but  they  were  not  entirely 
wrong  in  their  psychology.  Today  we  know  that  every  mental 
or  emotional  change  produces  some  corresponding  physical 
adjustment;  likewise,  that  every  physical  condition  is  capable 
of  influencing  mind  and  emotion.  The  young  speaker  feels  a 
sense  of  fear,  and  straightway  his  knees  tremble,  his  lips  and 
throat  become  parched,  and  his  organs  of  speech  refuse  to 
function.  Contrariwise,  many  a  speaker  can  trace  a  speech 
failure  to  over  indulgence  at  the  dinner  table. 

These  facts  are  common  knowledge,  and  just  because  they 
are  so  common,  it  took  the  psychologist  to  show  us  how  to 
evaluate  and  control  them.  Someone  has  said  that  "psychology 
talks  about  things  that  everybody  knows  in  terms  that  nobody 
understands."  Be  that  as  it  may,  the  fact  is  that  we  often 
understand  least  that  with  which  we  are  most  familiar. 

The  old  method  tried  to  accomplish  results  by  pushing  every- 
thing in  from  the  outside;  the  new  method  tries  to  accomplish 
results  by  drawing  everything  out  from  the  inside.  This  new 
method  tries  to  bring  out  the  personality  of  the  student;  the 
old  method  all  too  often  resulted  in  forcing  upon  the  student 
the  personality  of  the  teacher.  In  this  older  method,  the  ele- 
ment of  copy  and  imitation  was  frequently  so  powerful  that 
some  veterans  in  the  field  used  to  say  that  they  could  tell 
from  what  school  a  speaker  had  graduated  by  the  way  he 
smiled.  Today,  we  are  less  concerned  about  the  pattern  by 
which  the  speaker  smiles,  but  we  are  anxious  that  when  he 
smiles,  the  smile  shall  be  his  own,  and  not  that  of  the  teacher. 
We  are  not  greatly  interested  today  in  graceful  postures  and 
sonorous  voices,  but  we  are  anxious  that  these  externals  shall 
be  a  true  representation  of  the  real  self  of  the  individual. 


PAGE    ELEVEN 


This,  we  believe,  is  in  keeping  with  the  true  purpose  of  all 
educative  processes, — to  enable  the  individual  to  be  his  owa 
best  self  in  all  circumstances. 

The  Department  of  Public  Speaking  offers  the  following 
courses: 

11,  12.  Fundamentals  of  Speech.  Co-ordination  of  body 
and  mind  in  oral  communication. 

21.  Extempore  Speech,  with  emphasis  on  methods  of  speeck 
construction  for  various  purposes. 

22.  Fundamentals  of  Argumentation  and  Debate. 

23.  24.     Oral  Expression. 

33,  34.     Literary  and  Dramatic  Interpretation. 

ORATORY  AND  DEBATE 

Hamline  University  is  a  member  of  the  Minnesota  State 
Oratorical  Association,  and  participates  in  the  annual  contests 
of  the  Association.  The  orator  who  represents  Hamline  is 
chosen  each  year  in  the  E.  W.  Randall  Prize  Contest. 

Debate  plans  for  1923-24  provide  for  two  inter-collegiate 
contests,  one  between  Hamline,  the  University  of  North  Dakota, 
and  the  University  of  South  Dakota,  the  other  a  quadrangular 
arrangement  comprised  of  Hamline,  Macalester,  Gustavus 
Adolphus  and  St.  Olaf.  There  is  also  a  Freshman  debate  be- 
tween Hamline  and  Macalester. 

A  new  feature  at  Hamline  is  the  Women's  Debate,  held  for 
the  first  time  in  1922-23.  Plans  for  1923-24  provide  for  a 
Quadrangular  League,  composed  of  Hamline,  Macalester, 
Gustavus  Adolphus  and  St.  Olaf. 

In  addition  to  these  debates  there  is  an  annual  Extempore 
Contest  between  Hamline  and  Macalester. 

In  1922-23  a  chapter  of  Pi  Kappa  Delta,  a  national  forensic 
fraternity,  was  organized  at  Hamline. 

THE  HAMLINE  UNIVERSITY  PLAYERS 

The  active  membership  of  the  Hamline  Players,  is  composed 
of  students  who  are  minoring  in  Public  Speaking  or  majoring 

PAGH  TWHLTa 


in  the  Departments  of  English  or  English  Literature.  While 
the  membership  is  limited  to  forty,  an  attempt  is  made  to  use 
the  best  talent  Hamline  has. 

The  Players  meet  once  a  month  in  the  Manor  House  Club 
rooms.  A  one-act  play,  usually  coached  by  a  student,  is  pre- 
sented at  this  time. 

This  year,  the  club  kas  presented  one  of  the  Harvard  47 
Workshop  plays,  Plots  and  Playwrights ,  by  Edward  Massey. 
A  movable  stage  has  been  built  and  scenery  has  been  secured. 
Enough  permanent  equipment  has  been  accumulated  to  make 
the  presentation  of  plays  a  real  campus  activity. 

Three  one-act  plays  will  be  presented  later,  and  a  road  play, 
not  yet  chosen,  will  tour  the  Northwest  in  March.  This  play- 
will  be  presented  on  the  campus  in  June. 


PAGE    THIRTEEN 


GENERAL  READING 

The  course  in  General  Reading,  now  entering  on  its  third 
year,  is  passing  beyond  the  experimental  stage,  and  seems 
likely  to  become  a  permanent  feature  of  the  curriculum, 
although  the  exact  method  of  its  conduct  is  not  regarded  by  all 
as  entirely  satisfactory.  An  article  outlining  the  plan  at  Ham- 
line,  written  by  one  of  the  members  of  the  committee,  appeared 
in  the  June,  1923,  number  of  the  English  Journal.  This  has 
occasioned  considerable  interest  in  other  colleges.  The  Dean  of 
Women  in  a  Southern  college  writes,  "I  think  the  scheme  is  an 
excellent  one";  the  Dean  of  the  College  of  Education  of  a 
Western  State  University  writes,  "Your  plan  at  Hamline  is 
an  interesting  one.  The  result  of  this  experiment  will  be 
watched  with  interest  by  other  institutions";  and  the  Director 
of  Admissions  of  an  Eastern  University  writes,  "I  read  the 
paper,  every  word,  with  attention,  interest,  appreciation  and 
benediction."  And  the  Principal  of  a  national  Correspondence 
School  writes  an  enthusiastic  letter,  ending,  "I  like  your  list 
of  books  very  much.  It  is  marked  by  high  quality  and  excel- 
lent variety.    Thankfully  yours." 

The  list  of  books  is  published  in  the  catalog  and  reprints 
may  be  secured  from  the  Registrar. 

The  committee  in  general  charge  of  the  course  is  composed 
of  Professors  Osborn,  Walcott,  Blegen,  Delson  and  Beyer. 


page  fourteen; 


RECENT  FACULTY  APPOINTMENTS 


PAGE    FIFTEEN 


Faculty  and  Students,  Hamline  University,  October  1923 


RECENT  FACULTY  APPOINTMENTS 

RAYMOND  BOYD  NELL 

Assistant  Professor  of  Education 

B.  S.,   PENNSYLVANIA  COLLEGE;   M.   A.,   THIEL  COLLEGE. 
Mr.  Nell  has  studied  at  Columbia  University,   Harrard  University 
and  the  University  of  Minnesota.     His  last  academic  position  vra.it 
that    of    Professor    of    Education    in    Augsburg    Seminary,    Minne- 
apolis. 

OLIVER  W.  CASS 

Instructor  in  Chemistry 

B.   S.,  HAMLINE  UNIVERSITY. 

Mr.  Cass  was  for  three  years  student  assistant  in  Chemistry  and 
has  begun  graduate  work  at  the  University  of  Chicago.  Member 
of   Kappa   Phi. 

DOROTHY  M.  McGHEE 

Instructor  in  Romance  Languages 

B.   A.,  M.  A,  UNIVERSITY  OF  MINNESOTA. 
Member  of  Phi  Beta  Kappa. 

EARL  LEWIS  MICKELSON 

Instructor  in  Mathematics 

B.  A.,  UNIVERSITY  OP  MINNESOTA. 
Member  of  Phi  Beta  Kappa. 

LEILA  ELIZABETH  MUNSON 

Instructor  in  Physics 

B.   A.,   UNIVERSITY   OF  MINNESOTA. 
Member  of  Phi  Beta  Kappa. 

MARGARET  SNYDER 

Instructor  in  English 

B.   A.,   HAMLINE  UNIVERSITY. 
Member  of  Kappa  Phi. 

GLADYS  RUTH  VAN  FOSSEN 

Instructor  in  Physical  Education  for  Women 

B.   A.,   UNIVERSITY   OF   MINNESOTA. 

Graduate  Work  in  Teachers'  College,  Columbia  Unirersity. 

ANNA  CONSTANCE  LAGERGREN 
Librarian  of  Hamline  University  Library 

Ph.    B.,    UNIVERSITY   OF  CHICAGO. 

Miss  Lagergren   has   occupied   important   positions   in   the   Harper 

Memorial  Library  and  the  Chicago  Historical  Society. 

THORA  REGINA  GRONLID 

Graduate  Nurse 

Miss  Gronlid  was  a  student  in  St.  Olaf  College,  and  i«  a  graduate 
of  St.  Luke's  Hospital,  St.  Paul. 

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UNIVERSITY  OF  ILLINOIS-URBANA 


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The  Bulletin  of  Hamline  University  is  published  by  the  University 
and  issued  four  times  a  year,  in  January,  March,  July  and  November, 
with  occasional  supplements. 

Entered  as  second  class  mail  matter  in  the  Postoffice  at  St.  Paul, 
Minnesota,  under  the  Act  of  August  24,  1912. 


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